This book responds to the expansion of dual language immersion (DLI) programs into secondary contexts, examining the effectiveness of these programs and highlighting areas for improvement in the curriculum. Focusing on Mandarin Chinese DLI in Utah secondary schools, it presents the views of teachers, parents and students on the newly implemented…

Many early childhood educators use the evidenced-based practice of interactive shared book reading (ISBR) to promote the development of important communication and literacy skills. ISBR for preschoolers has been shown to build both vocabulary and conceptual knowledge, which in turn contributes to later language and reading comprehension…

This study examined the effects of using automatic speech recognition (ASR) technology on Chinese students' willingness to communicate (WTC) in oral English and the development trajectories of their interactional features in a flipped EFL context. One hundred sixty undergraduates from a Chinese university participated in the 14-week…

Conversation analysis (CA) has exerted influence both on second language (L2) classroom pedagogy (e.g., Barraja-Rohan A, Pritchard R, Beyond talk: a course in communication and conversation skills for intermediate adult learners of English. Western Metropolitan Institute of TAFE, Melbourne, 1997; Wong J, Waring HZ, Conversation analysis and second…

Drawing on usage-based approaches to the study of language learning--including recent research on mobility in interaction, embodied approaches to cognition and communicative action, and innovations in place-based language learning in the wild--this article uses methods from ethnomethodological conversation analysis to investigate video recordings…

This article is a conceptual and methodological exploration of a new construct, task interactional difficulty, and of a possible approach to assessing task demands in general. After arguing for the use of 'task difficulty' instead of 'task complexity', the notion of task interactional difficulty is analyzed, first by reviewing previous SLA…

In this article, the authors share their experiences creating and implementing a unit focused on supporting bilingual identities through integrating language domains and translanguaging with authentic writing experiences. Two dual-language first-grade teachers from Colombia and the US worked together to model, celebrate, and support the use of…

The present study aimed to investigate the effect of two major approaches of Dynamic Assessment, namely, interventionist and interactionist approaches, on learners' oral narrative performance and anxiety. To this end, 34 Iranian EFL learners were assigned to an Interactionist Group (InA.G) and Interventionist Group (InV.G). Initially, both groups…

The 2021 Central States Conference on the Teaching of Foreign Languages forged a fresh perspective for the organization with a virtual setting. Held March 11-13, 2021, the conference offered flexible scheduling for educators balancing a multitude of unique teaching situations in the midst of the COVID 19 Pandemic. The theme, "One…

Little is known about the effects of different instructional approaches on learner affect in oral interaction in the foreign language classroom. In a randomized experiment with Dutch pre-vocational learners (N = 147), we evaluated the effects of 3 newly developed instructional programs for English as a foreign language (EFL). These programs…

Scholars recognize that K-12 teachers' social interactions, particularly within teaching focused relationships, are important to professional development. This is true whether discussions take place in formal or informal settings. Few studies, however, seek to link the teaching-focused relationships of "college faculty" directly to their…

This edited volume brings together 10 cutting-edge empirical studies on the realities of English language learning, teaching and testing in a wide range of global contexts where English is an additional language. It covers three themes: learners' development of interactional competence, the organization of teaching and testing practices, and…

Introduction: The aim of this study was to analyze how oral argumentative strategies, argumentative sequences and interaction patterns relate to argumentative content and the required learning objectives. Method: Two different kinds of debates were analyzed. In the first, the participants defended one point of view, while in the second the…

The authors explore the importance of talk and interaction for learning, particularly in relation to new K-12 standards and the prominent role of academic language in today's educational contexts. The article concludes with a detailed example of a Grade 6 teacher's use of content and language objectives to address the needs and strengths of all…

This article describes the effect of a teaching-learning sequence (TLS) based on the discovery of oxygen in promoting students' argumentation. It examines the written and oral arguments produced by 63 high school students (24 females and 39 males, 16-17 years old) in France during a complete TLS supervised by the same teacher. The data used in…